Abstract

This paper considers the learning, teaching and assessment preferences of the Chinese learner in the context of distance learning. To do this a literature search of the teaching, learning and assessment preferences of Chinese students was conducted. The search indicated that there are several possible differences. These are that Chinese students are rote learners who have distinct preferences for certain methods of teaching, learning and assessment, and have a different view of the role of the teacher. In order to test this, a qualitative questionnaire covering these issues was completed by 25 Hong Kong Chinese students who are studying distance learning courses offered at the School of Sport and Leisure Management, Sheffield Hallam University. From the research the paper concludes that there are educational differences that must be addressed if Chinese students are to reach their full potential on distance learning courses offered by UK universities.